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HOW SHOULD THE HERO OF AESOP'S FABLE ACT? A CONTRIBUTION TO THE NARRATIVE PSYCHOLOGY OF MORAL DEVELOPMENT

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Bokus B., Cieslik K.
Kolokwia Psychologiczne (Psychological Colloquia)
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2006
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vol. 15
173-188
EN
The question to be answered was how children present moral issues in narratives and what solutions they suggest in narrative texts directed to different addressees. Sixty boys and sixty girls aged 6;1 - 6;11 participated in the study. Each child was presented with an adapted version of Aesop's fable 'The Porcupine and the Moles'. The children were informed that the fable lacked a proper ending and were asked to complete it. In addition, they were asked to evaluate the actions of the heroes. In the course of the experiment, the children were asked to perform a radio broadcast to target audiences described respectively as 'small children', 'peers' and 'adults'. A total of 118 narratives were recorded, and were analyzed in reference to presentation of relationships between heroes and the suggested solutions of moral problems. The research showed a significant dependency between discourse participant structure and the voice of narration, defined here as manifestation of 'ethics of care' and/or 'ethics of equality'. Focusing on the communicative competence of the discourse participants has allowed for a broader approach to Gilligan's theory which has revealed the relation between the moral orientation activated in a narrative discourse and the given addressee of the story.
2
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ON THE PURPOSE AND BOUNDARIES OF MORAL DEVELOPMENT (O celu i granicach rozwoju moralnego)

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Czyzowska D.
Analiza i Egzystencja. Czasopismo Filozoficzne
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2008
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issue 8
85-101
EN
Lawrence Kohlberg, the father of one of the most significant theories of moral development, assumed a cognitive-developmental perspective in his studies of morality, placing the concept of moral reasoning in the very heart of his research. A key feature in his theory of moral development, with justice as its core component, is the idea of moral universals. The general conception of moral universals has its reflection in a few distinct propositions. In the theory of L. Kohlberg, the concept of moral universals serves as an useful tool for the description of the highest stage of moral development. From this vantage point, development can be seen as a progression in moral reasoning from entirely subjective and culturally determined judgements, beliefs and rules of behaviour to general rules that can be universally applied to all people and all situations. In her paper the authoress would like to present an understanding of moral universals in the context of moral development. She would like to focus on the description of the postconventional stages of moral development with an emphasis on some of the controversies concerning the highest stages of Kohlberg's theory.
3
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MORAL STANDARDS IN ADOLESCENT'S ONLINE DIARIES (BLOGS). (Zasady moralne prezentowane w blogu nastolatka)

100%
Seul-Michalowska S.
Analiza i Egzystencja. Czasopismo Filozoficzne
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2008
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issue 8
103-114
EN
According to L.Kohlberg's theory about human's moral development we can find level of moral development in awareness, believes and acts. Adolescents (13-16 years old) write their online diaries about surrounding reality, express their reactions, thoughts and experiences. They also try to justify behaviors. Analysis of notes from 100 online diaries shows us adolescent's moral rules and enables us confrontation with L. Kohlberg's theory.
4

Filozoficzna droga Karola Wojtyły

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Półtawski A.
Kwartalnik Filozoficzny
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2013
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vol. 41
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issue 1
5-14
EN
The author sketches the course of the philosophical activity of Karol Wojtyła, pope John Paul II, stressing his constant attitude of seeking the experiential sources of our insights and showing the development of his perfectioristic personalism, i.e. of his understanding of the being of a human person as essentially consisting in moral development through of his or her free and conscious actions. This insight made Karol Wojtyła postulate an exploration of our lived experience in order to substantiate man’s view of himself, and thus, in a way, to unite the philosophy of being with the philosophy of consciousness.
5

Moralność, rozwój moralny, wychowanie moralne

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Chutorański M.
Teraźniejszość – Człowiek – Edukacja
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2012
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issue 2(58)
97-106
EN
The main target of the article is an attempt to draw a reflection on the theoretical contexts of moral upbringing. What was discussed in particular is the question of relations between morality, psychological concepts of moral development and possibilities of pedagogic influence. The priority was given to Kohlberg’s philosophical basis of a cognitive and developmental concept and other psychological concepts. Thanks to it, in the further part of the text, it was possible to reflect on problems connected with the normativity of moral upbringing.
6

VZTAHOVÉ POJETÍ MORÁLNÍ SUBJEKTIVITY MEZI ETIKOU PÉČE A TEORIÍ HRY DONALDA WINNICOTTA

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Koubová A., Urban P.
Filozofia (Philosophy)
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2018
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vol. 73
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issue 9
717 – 730
EN
How can we consider human subjectivity as ethical, granted that human beings are essentially interdependent, self-opaque, vulnerable and ambivalent in their attitudes? The aim of this paper is to tackle the question against the background of the relational notion of subjectivity developed in the ethics of care. First, we analyse Carol Gilligan’s theory of moral development and focus on its underlying notion of relational subjectivity. Further, we revise some of Gilligan’s ideas with the help of the object relations theory and Donald Winnicott’s concept of the transitional area of play in particular. Finally, we show how Winnicott’s view of the role of play in human development, especially its capacity to be transformative, joyful, binding and critical, enriches the notion of relational subjectivity and its ethical implications as studied by care ethicists.
7
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ETHICS OF CARE AND ETHICS OF JUSTICE. DOES MORALITY DEPEND ON GENDER? (Etyka troski i etyka sprawiedliwosci. Czy moralnosc zalezy od plci?)

75%
Zieminska R.
Analiza i Egzystencja. Czasopismo Filozoficzne
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2008
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issue 8
115-131
EN
The article presents the ethics of care by Carol Gilligan in controversy with Lawrence Kohlberg's stages of moral development. Gilligan discovered that women turned to be deficient in moral development when measured by Kohlberg's scale (usually on the third stage of his six stages). She rejected the scale as derived from the study of men. Her own studies suggest that autonomy and moral rights are not so important for women as care and responsibility for persons in relationships; moral problems arise from conflicting responsibilities rather than from competing rights and rules; women have different moral priorities; morality of rights and noninterference are frightening to women because presuppose indifference; women's ethics is not the ethics of justice but the ethics of care (three stages of moral development: care for myself, care for others, the balance between the care for myself and the care for others). Later research showed that the two moral orientations are not divided between biological sexes but rather cultural genders (cultural constructions of masculinity and femininity). The ethics of care has its own problems (the care for evil). The authoress claims that both perspectives converge and are next dilemma in ethics. Moral maturity must encompass both justice and care.
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